The author first learned about cultural diversity and racial justice in Mr. Sanderson's middle school English class. They read a book called "The House on Mango Street" by Sandra Cisneros and learned about a different culture, but also about a community with striking similarities to their own. The main character in the novel, Esperanza,…

Though its popularity has waxed and waned, cloze continues to be regarded as an instructional strategy for the fostering of reading comprehension. This article takes the view of cloze as one tactic in support of strategy instruction, rather than a strategy in its own right. In contrast to the formulaic applications of cloze for assessment…

As reading professionals and former middle school teachers, we believe it is essential for teachers to select books thoughtfully, understand the relationship between book selection and student motivation and engagement, and realize the importance of classroom instruction during the reading of literature. Teachers strive to help middle school…

This article describes an urban middle school community that took part in a yearlong literacy engagement--a whole-school read of a young adult novel. The authors, three researchers from a nearby university, documented the yearlong event and the effect it had on the school's academic and social spaces. Relying on the perspective that literacy is…

This paper proposes a reading support technique for Arabic students of English. These students must overcome the L1 interference "reversal of reading direction." PowerPoint presentations, utilizing a simple fade effect with adjustable delay between words such that the text appears nicely in a left-to-right manner, line by line with voice…

This investigation explored relationships between format of text (electronic or print-based) and reading comprehension of adolescent readers. Also in question were potential influences on comprehension from related measures including academic placement of participants, gender, prior knowledge of the content, and overall reading ability. Influences…

Today, it is a challenge for teachers to convince resistant readers that literature holds secrets, adventures, and revelations worthy of their time and attention. When teachers demonstrate how to explore literature and guide students in doing so, teachers help break down barriers that are common among middle school students. Unfortunately, when…

At a recent professional development program, the authors asked teachers to recall the ways in which they learned about history in the course of their own schooling. The teachers at this professional development gathering not only identified some of the key challenges facing elementary teachers charged with teaching social studies curricula, they…

The author examined the techniques of 3 middle school struggling readers to use silence to protect or promote their specific identities as readers in and out of school. J. Gee's (2002) theory of discursive identity framed this article. Results challenge the ways that teachers and researchers typically think of struggling readers. Rather than being…

Considers how to develop students' passion for language and how to get them to stop and look at word choice. Defines a "gem" as a word, phrase, or sentence that is particularly remarkable or moving. Describes working with students to notice the gems, design gem journals, write their own gems, and to create future gems. (SC)

Supports ideas for implementing John H. Ritter's "Choosing Up Sides" and "Over the Wall" as touchstone texts in a middle school language arts program. Discusses these two novels and the use and power of metaphors. Reveals literary connections made by young adolescent readers and writers strengthening overall comprehension, synthesis and analysis…

Discusses how connecting students to reading requires more than just an energetic approach. Presents a framework for reading experiences: engagement, exploration, collaboration, and individual celebration. Describes a program that gives students varied opportunities to become engaged in literature, choice in what they read, time to actually read,…

Describes a critical reading unit in which one seventh-grade class read L. Sacher's "Holes" and three other classes read texts of their choosing along with a partner. Notes that the goal was to set up a context for the students, as readers, to experience the main character's growth--for them to become active, independent, passionate readers. (SC)

Concludes that thematic organizers improved middle school students' performance on several measures of literal and inferential comprehension and facilitated more complete recall of text ideas and the ability to elaborate upon implied information. (FL)

Discusses the Facts and Feelings Response Diary strategy for assisting middle school students in inclusive settings to connect both efferently and aesthetically with informational text. Notes that this activity stimulates students to focus their attention on important facts and details and to use their prior experiences, feelings, interests,…